Conference Session

Track 3: Technical Session 8: Self-Advocacy Professional Programming as a Framework to Support Non-Academic Outcomes of STEM PhD Graduate Education

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Carmen Maria Lilley, The University of Illinois at Chicago

Tagged Topics

CoNECD Paper Sessions, Diversity

students that impact their academic success. Noncognitive factors can include academicbehaviors, academic perseverance, academic mindsets, learning strategies, and social skills [5].The PMI is administered at the University of Illinois Chicago to first year students prior tostarting their first semester (prematriculation) and has been found to correlate to academicsuccess of students [4]. Questions related to Time Management, Self-Efficacy, Sense ofBelonging, Help Seeking and Managing Stress were adapted to survey the graduate students. Inaddition, mentoring by the academic supervisor is also important for PhD graduate students. Inthis case, measures in effective mentoring of faculty were adapted to ask about the mentoring byacademic supervisors

Conference Session

Track 8: Technical Session 5: Disrupting Computing Department Cultures, One Cohort at a Time

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Cecilé Sadler, Massachusetts Institute of Technology

Tagged Topics

CoNECD Paper Sessions, Diversity

have completed thefirst two cohorts. Cohort 3 is actively participating in yeartwo, and Cohort 4 is in year one. Each subsequent cohortbuilds on the lessons learned from the prior, refining the 15program's impact. 15This map demonstrates the distribution of the participantsI’ve just mentioned 16 Evaluation • Iterative improvements between sessions based on participant feedback • Duke Social Science Research Institute • Increased knowledge and awareness of the impact of systemic inequities on computing environments • Increased self-efficacy to identify factors

Conference Session

Track 8: Technical Session 1: Logic Models: How this tool can help you make the case for your DEI programs

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Elizabeth Litzler, University of Washington; Erin Carll, University of Washington; Emily Knaphus-Soran, University of Washington

Tagged Topics

CoNECD Paper Sessions, Diversity

beneficial because they help you:-make strategic decisions, plan programming, and identify gaps in the programming,-clarify and quickly communicate your plan,-demonstrate to stakeholders you have thought things through, and-make the case for funding. 4When working in the area of DEI in particular, developing a clear plan for yourinitiative and identifying intended outcomes can hold you accountable to yourvision for change and help you demonstrate that you’re doing what you hoped.For example, say you have a Bridge program for first generation students inengineering. Hopefully you have an intention behind this program, likely toimprove students self-efficacy and/or

Conference Session

Track 6: Technical Session 2: Enhancing the Cultural Competence of K-12 STEM Teachers through a Global Research Experience

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Margaret Pinnell, University of Dayton; Leanne Petry, Central State University; Kelly Bohrer, University of Dayton; Kellie Schneider, University of Dayton; Marjorie Langston Langston; Elizabeth Generas

Tagged Topics

CoNECD Paper Sessions, Diversity

that exist in K-16 education: (1) the underrepresentation of Blacks and Hispanicsreceiving science and engineering bachelor’s degrees, and (2) disparities in K-12 STEMeducation and student achievement among different demographic and socioeconomic groups andgeographic regions (National Science Foundation, 2022).The challenge of increasing the number of students interested in pursuing STEM, particularlystudents from excluded identities, is complex and multifaceted, and includes both externalfactors such as access to experiences and educational opportunities, and intrinsic psychologicalfactors such as identity, self-efficacy, sense of belonging and value perception (Allen, 2022;Anderson & Ward, 2014; Collins, 2018; Kricorian, Seu, Lopez

Conference Session

Track 4: Technical Session 3: Considerations for assessment, evaluation, and continuous improvement of a pre-college STEM summer program for promising Black high school students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jesika Monet McDaniel, Virginia Tech Department of Engineering Education; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University; Kim Lester, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions, Diversity

participants being on campus, a week one activity surveyconducted at the end of the first week; a week two activity survey conducted at theclosing session; and a post focus group that occurred within the last 24-48 hours of theparticipants being on campus. The week one and week two activity surveys are meant tocapture the interactive hands-on and informational activities students experience duringthe first and second weeks.Additionally, pre and post-surveys use measures following the F-PIPES (Fit of PersonalInterests and Perceptions of Engineering) [8] instrument, which measures perceptions ofengineering. The STEM-CIS (STEM Career Interest Survey) [9] tool measures self-efficacy and interest in STEM classes and careers. The post-surveys include

Conference Session

Track 2: Technical Session 7: Assessing Key STEM Identity Constructs among Hispanic Engineering Students and Professionals

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.

Tagged Topics

CoNECD Paper Sessions, Diversity

correlated with a higher likelihood of remaining in a STEM program. Riconscentediscusses how students with a robust STEM identity tend to have a clearer sense of purpose,motivation, and self-efficacy within their chosen field, making them more likely to persist(2013). Additionally, studies emphasize the importance of fostering a positive STEM identity,especially among underrepresented minority students, as it can counteract stereotypes and booststudents' resilience in the face of challenges (Cheryan et al. 2017).Belongingness is another critical aspect. Research finds that students who feel like they belong intheir STEM community are more likely to remain engaged and persist in their programs (Good etal. 2012). Similarly, Walton and Cohen (2007

Conference Session

Track 4: Technical Session 7: Siloed Efforts and Collaboration Among STEM Equity Initiatives: An Organizational Network Analysis

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Daniel Mackin Freeman, University of Washington; Emily Knaphus-Soran, University of Washington; Pauline Charlotte Dott, University of Washington

Tagged Topics

CoNECD Paper Sessions, Diversity

counselling and awareness, learning centers, workshops and seminars, academicadvising, financial support, and curriculum and instructional reform [9]. Research on the effect of SIPs suggests that many help improve academic preparation,self-efficacy, STEM identity, sense of belonging, and ultimately persistence in STEM [10]–[12].While investment in these focused interventions is important for mitigating the effects ofsystemic inequity within education and society more broadly, the structure of higher educationinstitutions contributes to a patchwork of student support programs that are difficult to sustainand often operate in parallel [13], [14]. The lack of consistent coordination and collaborationacross efforts can lead to redundancies and gaps

Conference Session

Technical Session: Transforming Engineering Education Is Possible! A Descriptive Case Study of Reimagining Engineering Education and Delivering a Wake Forest Engineering Student Experience Promoting Inclusion, Agency, Holistic Learning, and Success

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University

Tagged Topics

CoNECD Paper Sessions, Diversity

Downtown) were an interdisciplinary major (Biochemistry and Molecular Biology) and anew chemistry concentration (Medicinal Chemistry). Although new facilities had been allocatedto the new Engineering Department, these facilities did not have furniture or equipment. Theywere an empty canvas upon which to build the new department. Regarding the curriculum, therewere two first year course titles on the books – EGR 111 (Introduction to Engineering Thinkingand Problem Solving) and EGR 112 (Introduction to Engineering Measurement and Analysis).No operating budget existed for the new department, so five-year planning started as thefounding chair was on site (fall 2017). The new Department of Engineering resided and stillresides within the School of Arts